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Fred A.J. Korthagen and Ellen E. Nuijten

The core reflection approach aims to deepen teacher reflection and development. The approach takes teachers’ core qualities and ideals as the starting point for reflection, and links the ...
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The core reflection approach aims to deepen teacher reflection and development. The approach takes teachers’ core qualities and ideals as the starting point for reflection, and links the professional and the personal in teacher development. Core reflection can also be applied to other professional groups, and to students in primary and secondary education. It is based on a model of levels of reflection, briefly named the onion model, which includes the following levels: environment, behavior, competencies, beliefs, identity, mission, and “the core,” which refers to personal strengths. The onion model helps to differentiate between behavior-oriented reflection and a deeper kind of reflection, in which attention is given to three goals: (1) building on strengths and ideals (called “the inner potential”) of the person, (2) helping the person deal with inner obstacles limiting the actualization of the inner potential, and (3) preparing the person for using their potential and dealing with obstacles autonomously. In order to reach these goals, people can be coached using specific principles, which are partly based on positive psychology:

These principles are brought together in a phase model for core reflection, with five phases: (1) describing a concrete situation; (2) reflection on the ideal, and on a core quality or qualities; (3) reflection on an obstacle; (4) using the inner potential; and (5) trying a new approach.

Core reflection is being used around the world, both in teacher education programs and in schools. Several research studies into the processes and outcomes of core reflection have shown that it leads to in-depth professional development and improved behavior, in both the short and the long term. However, more research is needed, for example research in which long-term outcomes of the core reflection approach are compared to those of other approaches.

David R. Cole

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.
Gilles ...
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This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.

Gilles Deleuze (1925–1995) was a French philosopher who wrote about literature, art, cinema, other philosophers, capitalism, and schizophrenia. His wide-ranging oeuvre has begun to be considered seriously in education, because his ideas act as springboards for further elaboration and application in connected areas such as research, learning theory, curriculum, and policy studies. While it is impossible to track exactly how, when, and indeed if “Deleuze Studies in Education” will mature and progress to occupy a mainstream position in education, it is worth considering the influence of the French thinker as a mode of renewal and new thought. The questions that concern Deleuze Studies in Education therefore shift from positing thought from the known to what can be done.

Deleuze’s solo work acts a basis for new thinking in the philosophy of education. His series of philosophical studies track and develop a new philosophy that redraws Western concepts of the subject, knowledge, learning, and thought. The intent of this new philosophy is to open up fixed Western ideas to their international and historical counterparts and to produce a way of thinking that occupies a middle ground, disconnected from the dominant, intellectual empire building that has predominantly hailed from the West.

Deleuze’s writing with the French intellectual activist Félix Guattari (1930–1992) takes on a distinct shift and urgency away from the rewriting of the Western philosophical tradition until their last joint work: What Is Philosophy? Deleuze Studies in Education is deepened and reinvented through their dual work and is transformed into a mode of critical capitalist studies, adding historical/subjective valence to how one understands current shifts in educational practice.

Last, the specific oeuvre of Félix Guattari, who is often less investigated and focused upon in education than Deleuze, serves as a pressing and ethical engagement with theory that can be readily applied to issues such as environmental concerns, inequality, power, and activism. Guattari’s ideas are present as a lasting aspect of Deleuze Studies in Education because they demonstrate many of the links to practice that Deleuze theorized throughout his philosophy.

Stephen Thoma and David Ian Walker

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.
At its ...
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This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.

At its core, moral and character education aims to develop the moral person. The development of this end state has been hindered by interests from different theoretical positions, differences between practitioners and theoreticians, different assumptions about how far this is educable, and associated measurement problems. Traditionally, moral education is concerned with the interpretation and strategies one uses to understand moral phenomena and defines the moral person as a predominantly thinking entity, whereas character education emphasizes the development of habits and dispositions as a precondition for the moral person. Current interest is in finding commonalities across these traditions towards the achievement of human flourishing. These points of intersection have often been overlooked, but current work is demonstrating the importance of interdisciplinary approaches. These exciting new advances have important implications for practitioners, researchers, and policy makers.

Farida Abdulla Khan

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.
...
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This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.

Psychology, more than any other discipline, has been a major influence in departments of education and has shaped the ways in which classrooms, pedagogy, and to a large extent curriculum, have evolved within school education. Learning theory, behaviorism, and a dominantly positivist framework have been instrumental in shaping the discipline of psychology, especially as it evolved within the newly created departments of education in the early 20th century. This was also the time that formal schooling for the masses and large scale public schooling systems were being consolidated all over the industrialized world. The comfortable convergence between a behaviorist view of human functioning and the mass socialization of children that schools were expected to fulfill gained credibility, thanks to the “scientific” nature and credentials of this theoretical framework at a time when positivism pervaded thinking within the social sciences.

In India, departments of education have always had a strong component of psychology, which constitutes one of the core foundational disciplines (in fact the one that is incorporated most seriously) within education and continues to form a considerable component of all teacher education programs and courses. It has, however, remained deeply entrenched within the positivist framework and a behaviorist paradigm. Mainstream educational research within departments of education has largely been shaped and influenced by this model, with a focus on empirical work. This behaviorist model of understanding learning and teaching has had its strongest influence in the sphere of pedagogy, where it has helped to strengthen traditional models of learning and teaching.

In the Indian context, psychology has, by and large, helped education researchers to maintain the notion of children as de-contextualized. The individual is attributed with characteristics such as intelligence and personality, and “measurement” has long been a technique for sorting and selection. It has also helped the field of education to maintain the idea of students as “gifted” or other, and to attribute responsibility for success and failure to the individual (student and teacher, and often the parent) and her/his capacities. This idea fits in well with a selection model for education that reinforces notions of individual merit, side-stepping issues of inequality, lack of access, and other social, political, and economic factors that are responsible for exclusion, marginalization, and, increasingly, a system of education that is deeply divided on a variety of parameters, ranging from class and caste to gender, community, region, etc. This perspective of school and the child has allowed educational research and practice to disregard the larger socio-economic and political structures within which schools, teachers, and students are embedded.

School violence can be understood as any behavior that is intended to harm other people at schools or near school grounds. This may include bullying and victimization, or more severe forms ...
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School violence can be understood as any behavior that is intended to harm other people at schools or near school grounds. This may include bullying and victimization, or more severe forms of violence involving weapons. To respond effectively to school violence, school personnel and leaders must understand the influences on their schools that come from individuals, the surrounding community, and cultural and political spheres. Careful and ongoing assessment of the needs of any given school is also a prerequisite to effective intervention. The severity of violence, the exact location of violent acts, and how different groups on a school campus experience violence are all key details to understanding and measuring problems. With this information, schools are then able to choose intervention programs that will utilize a whole-school approach. Sometimes, existing Evidence Based Programs can address the needs of a particular school and surrounding community. Other times, schools need to either modify existing interventions or create their own to address the particular forms of violence that exist in their schools and communities.

Laura Sokal and Jennifer Katz

Inclusive classrooms provide new opportunities for group membership and creation of effective learning environments. In order to facilitate the success of inclusion as an approach and ...
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Inclusive classrooms provide new opportunities for group membership and creation of effective learning environments. In order to facilitate the success of inclusion as an approach and philosophy, it is important that all class members as well as their teachers develop the skills to understand one another, and to communicate and work together effectively. Social emotional learning (SEL) is aimed at developing these skills and is generally defined to involve processes by which individuals learn to understand and moderate their own feelings, understand the feelings of others, communicate, resolve conflicts effectively, respect others, and develop healthy relationships. These skills are important to both children with disabilities and to those without, in terms of overall social development, perceptions of belonging, and promotion of overall mental wellness, as well as mitigation of the development of mental illness. Research suggests that SEL programming has the potential to effectively enhance children’s academic, social, and relational outcomes. Moreover, teachers who teach SEL in their classrooms have also demonstrated positive outcomes. Despite these encouraging findings, implementation of SEL has been hampered by some limitations, including the lack of a consistent definition—a limitation that in turn affects research findings; lack of teacher education in SEL, which erodes confidence in the fidelity of implementation; and concerns that current SEL programs are not sensitive to cultural differences in communities. Together, the strengths and limitations of SEL illuminate several policy implications regarding the most advantageous ways for SEL to contribute to the success of inclusion in classrooms and schools.